Topic 5: Skill in Sports (5.3) Flashcards
Learning
A lasting behavior change from learning and practice, not growing up or aging
Performance
- temporary occurrence, fluctuating over time
- a change in performance over time is often used to infer learning
Cognitive/Verbal (early phase)
- Performance is inconsistent with 20-30% success rate
- Full attention required to perform skill
- Relies on coach/video for guidance
- Learning through trial and error
- Needs external feedback for correct execution
Associative/Motor (intermediate phase)
- Performance becoming more consistent (50-70% success rate)
- Motor programs developing
- Simple elements are fluent
- Complex parts still need attention
- Developing kinaesthetic feedback
- Beginning self-error detection
Autonomous (final phase)
- Performance is consistent, fluid and aesthetic
- 90% success rate
- Motor programs well established in long-term memory
- Spare attention for tactics/opponents
- Regular practice needed to maintain skill level
5.3.3. Outline the different types of learning curves
5.3.4. Discuss factors that contribute to the different rates of learning
- Physical maturation
- Physical fitness
- Individual differences of coaches
- Age
- Difficulty of task
- Teaching environment
- Motivation
5.3.5. Define the concept of transfer
- Transfer: How learning one skill affects learning/performing another skill
- Proactive transfer: Previous skill affects new skill
- Retroactive transfer: New skill affects previously learned skill
skill to skill
one skill to the next
practice to performance
training to in game situation
abilities to skills
how natural abilities inform acquisition of skill
bilateral
from one limb to another
stage to stage
from cognitive to associative, associative to autonomous
principles to skills
from theories to skills
Distributed
practice sessions have rest intervals included
massed
learners practice continuously without breaks or rest intervals
fixed (drill)
the environment in which the skill is practiced remains constant
variable
the environment in which the skills are practiced is constantly changing
mental
performer goes through the movement in their mind without any movement occurring.
Massed practice advantages
- Best for developing habitual skills
- Suits motivated, fit, experienced performers
- Ideal for short, discrete skills
- Time-efficient - no need to reintroduce skills after breaks
- Good for simulating fatigue in performance conditions
Massed practice disadvantages
- Can cause fatigue and reduce motivation, hindering performance
- May lead to boredom
- Beginners struggle with concentration
- Unsafe for dangerous tasks
Distributive practice — advantages
- Ideal for beginners, less motivated/fit learners
- Effective for continuous skills
- Allows physical and mental recovery
- Time for feedback between attempts
- Proven most effective by research
- Maintains motivation
- Suitable for complex/dangerous skills
Distributive practice — disadvantages
- Takes more time than massed practice
- Skills need reintroduction after breaks
- Can frustrate learners during discrete skills due to waiting time
Varied practice advantages
- Helps adapt technique to changing environments
- Builds schema through adaptations
- Enhances decision-making and perception
- Improves selective attention
- Speeds up reaction time and information processing
Varied practice disadvantages
- Requires established motor program from fixed practice
- Not suitable for closed skills
Fixed practice advantages
- Skill becomes automatic through over-learning
- Low information processing needed
- Movement patterns become habitual
- Attention can be directed to other aspects
Fixed practice disadvantages
- Not suitable for open skills.
- Can be boring and de-motivating.
Mental rehearsal uses/advantages
- Useful in the cognitive
- Advanced performers use for complex skills/tactics
- Reinforces successful movements
- Helps control emotions and arousal
- Improves focus
- Reduces anxiety, boosts confidence
Mental rehearsal — disadvantages
- Not as effective as physical practice.
- Not effective with simple skills
whole
the skill is first demonstrated and then practiced as a whole, from start to finish
whole part whole
- Skill demonstrated and practiced as whole
- Broken down to address problem areas
- Parts practiced separately until mastered
- Components reintegrated into complete skill
part
the parts of the skills are practiced in isolation
progressive part
- Individual parts practiced separately in sequence
- Each part mastered before moving to next
- Parts gradually linked together
- Components combined into complete skill
PART PRESENTATION
Pros:
- Good for complex and serial skills
- Maintains motivation
- Allows focus on specific elements
Cons:
- May have poor transfer from parts to whole
- Can reduce overall feel/kinaesthetic awareness
WHOLE PRESENTATION
Pros:
- Gives overall feel, timing and end goal
- Best for fast, continuous skills
- Good for skills that can’t be broken down
Cons:
- Not suitable for low attention spans
- Unsuitable for complex/dangerous skills
5.3.7. Outline the different types of practice
- distributed
- massed
- fixed (drill)
- variable
- mental
5.3.8. Explain the different types of presentation
- whole
- whole part whole
- part
- progressive part
5.3.9. Outline the spectrum of teaching styles
- command
- reciprocal
- problem solving
Command
- Teacher is the exclusive decision maker
- Teacher determine what to do, how to do, and level of achievement expected
Problem Solving
- Present movement challenge that has certain guidelines
- Guidelines may be - limitation of space, movement, directions
- Objective - for students to find as many solution as possible
Reciprocal
- Promotes social development bc ppl work in pairs
- One partner perform skill and the other give feedback
- Athelete often use checklist to assist in providing feedback
